CHAPTER IV RESULT AND DISCUSSION
This chapter presents the findings and discussion of the process in designing the CAVL model. The findings of data analyses are discussed to address the
research questions. To design the CAVL model, the researcher adapted two product-oriented instructional design models taken from Seels
– Glasgow and Berman
– Moore’s and elaborated with the procedure of development research. There are three major phases in designing the CAVL model: 1 need analysis, 2
process of design and development, and 3 implementation and evaluation. Finally, the result of this study, the final form of e-lon, is presented.
A. Phase I: Need Analysis
Needs analysis in language teaching has a vital role in the process of designing and carrying out any language course, whether it is English for Specific
Purposes ESP or a General English course to meet the learning needs of a particular group of learners. It is the first essential step in a course design and it
provides relevancy for all course design activities. It places the learners purposes in the central position within its framework. Regarding to this study, it aims to gain
the information for designing the CAVL model for nursing students. This step includes investigating the syllabus of English for Nursing Courses, interviewing
ESP lecturers, conducting vocabulary tests, and distributing the need analysis questionnaire to the targeted users.
1. Syllabus investigation in English for Nursing Course
Investigation of English for Nursing course syllabus aimed to determine the objectives and the content presented in CAVL later. Therefore, it was the first
concern to do in order that the developed leaning model would be appropriate with the English lesson syllabus in nursing program. Moreover, the syllabus was used as
the guideline and restriction to develop the learning material as the content in the learning model for nursing students. In the syllabus of English subject for semester
IV, the standard competence of English lesson focused on English communication in professional nursing context. There were nine topics in nursing program. Here
were the major competencies in the syllabus of EFN course 1.
Table 4.1. EFN 1 Syllabus for the 4
th
Semester of Nursing Students
No. Topic
Competence Linguistic Features
1 Signs and
Symptoms Can identify signs and
symptoms Can use correct expression for
illness and health problem Vocabulary: Noun fever,
cold, cough, etc. G
F: I’veshe’s got stomachache; Asking
condition; expressing sympathy
2 Dimension of Pain
Can ask the dimension of pain Vocabulary: gerund
burning, cramping, stinging, etc.
GF: WH and YesNo Question for asking
dimension of pain location, character, 3
timing, etc.
3 Abbreviation of
Prescription Can know abbreviation of
prescription Can read prescription
Vocabulary: Noun solution, pill, drop, etc.;
abbreviation for prescription
GF: adv. of frequency twice, three times, etc.; modals
should
4 Explaining
prescription Can explain prescriptions to
patients
5 Signs and
Symptoms Can identify signs and
symptoms Can use correct expression for
illness and health problem Vocabulary: Noun fever,
cold, cough, etc. G
F: I’veshe’s got stomachache; Asking
condition; expressing sympathy
6 Conducting
anamneses Can use expression to ask the
patient’s health status and illness history.
Vocabulary: sign, symptom,allergy, etc
GF: YesNo and WH Questions for asking the
patient’s health status and illness history
7 Writing anamneses
result Can
write and tell patient’s health history and history of
present illness GF: Simple past tense,
present perfect tense
8 Checking Vital
signs Can recognize the expression
while doing vital sign Vocabulary: Noun Pulse,
RR, temperature, etc.; inf. Verb. insert, lie down, lift,
etc. GF: Giving instruction,
imperative, would you mind+Ving?
9 Physical
Assessment Can use expressions while doing
assessment of head, face, and neck
• Abbreviation and vocab.
of physical assessment and vital signs
• GF: Therapeutic Nursing
Communication politeness,
comfortability in asking permission and giving
instructions Can use expressions while doing
assessment of nose, sinuses, mouth and pharynx
Can use expressions while doing assessment of eyes and ears
2. The Results of Interview
In the preliminary research, the interview was addressed to five ESP lecturers and three students of 4
th
semester of undergraduate nursing program. The first interview with five ESP lecturers aimed to collect information about the
students’ characteristics, learning objectives of English for Nursing course in semester 4, teaching strategies on vocabulary, the lack of vocabulary learning, the
availability of any supplementary vocabulary learning materials, and the use of technology in vocabulary teaching. From the interview, they implied that the goal
of English lesson in nursing p rogram focused on students’ ability in speaking.
Thus, communicative approach was the most used in English for Nursing courses. One of ESP lecturers believed that this approach led the lecturers to encourage the
nursing students to speak English. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
